Science Curriculum for the Anthropocene, Volume 2

This edited volume, the second of a two-volume set, presents science curriculum exemplars based on existing and future curriculum models. Drawing upon complexity and systems theories, this book will provide a framework for science curriculum that tackles and transforms the interrelated and socio-ecological causes of our ecological crises. The result is a refreshing and hopeful look at K-12 science curriculum in light of our current global trajectory in the twenty-first century.
Chapter Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Utilizes complexity and systems theories to provide a framework for science curriculum Presents curricular design principles which will apply across science disciplines Contexualizes the challenges for science education in the Anthropocene

Autorentext

Xavier Fazio is Professor of Education at Brock University, Canada. His research broadly focuses on science and environmental sustainability education, teacher education and development, curricular innovation, instruction, and assessment in science education.

Inhalt

1. Introduction.- 2. Designing for Collective Futures: The Engineering for Ecological and Social Justice Framework.- 3. Contemporary Science Research and Climate Change Education.- 4. Energy and Your Environment (EYE): Place-based Curriculum Unit to Empower Students' Energy Literacy and Conservation.- 5. Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework.- 6. Outbreak Science: Implications for Teaching and Learning in STEM Classrooms.- 7. Developing Nature-Connectedness Among Students in Singapore.- 8. Where is God during a natural disaster? Potential implications of public discourses of religion for science curricula.- 9. The Metamorphosis of the Scientist. A Phenomenological Approach for a Transformative Science Education?